The Rise of the New Knowledge Engineers: Learning and Psychological Literacy in the Age of AI​​​​​​​

Higher education and the modern workplace stand at a pivotal moment. Artificial intelligence (AI) is rapidly transforming how decisions are made, how data is processed, and how most aspects of our lives operate. Machine learning and other AI-driven tools are now embedded in the very core of our working life, hailed as catalysts for efficiency, accuracy, and innovation. Yet amid this technological revolution, one truth is often overlooked: it is not technology alone that will shape the future of work, but the psychological literacy of those who engage with it.Psychological literacy, the capacity to apply psychological knowledge, self-awareness, empathy, and critical thinking to real-world challenges is no longer optional. It has become a fundamental survival skill for the 21st-century workforce. As AI takes on increasingly complex roles, it is humans who must navigate the ethical, relational, and emotional dimensions of such machine facilitated decision-making. The future will not be a zero-sum game between humans and machines; rather, it will demand a partnership in which human judgment is sharpened, not sidelined, by technological tools. That partnership requires individuals who are psychologically literate.Without psychological literacy, we risk building workplaces where technical capability outpaces human capacity to cope, leading to stress, ethical blind spots, and flawed decision-making. With it, we can build organizations that are agile, ethical, resilient, and profoundly human in the face of rapid changeBy prioritizing human thinking and reflective practice in innovation, we can prepare learners to critically design and evaluate AI tools, reducing ethical risks seen in past applications, such as racial or disability-based discrimination in healthcare caused by AI’s lack of contextual understanding. This represents one of higher education's greatest responsibilities. It is not enough for universities to equip graduates with technical expertise alone. They must embed psychological literacy at the heart of curricula, across every discipline, and at every level of study. Students must be taught not only how to use AI tools but how to think critically about them, manage the cognitive and emotional demands of this emerging digital workplace, and collaborate effectively across cultures and contexts.The acquisition of psychological literacy cannot be left to chance. It must be deliberately cultivated, expanded, and reinforced through innovative teaching, experiential learning, and interdisciplinary practice. Universities must explore every possible pathway through reflective practice, ethical case studies, and cross-disciplinary collaboration to ensure graduates emerge not just as workers, but as psychologically literate leaders of the future.This means asking not only whether AI could be used, but whether it should and considering both the potential benefits and the psychological costs to individuals (e.g., loss of depth in learning and self-development) and to others (e.g., reduced human connection and empathy), bias, and misinformation. Such an approach ensures that graduates enter the workplace with technical curiosity, ethical awareness, and reflective judgment, enabling them to anticipate the human consequences of technological adoption from diminished cognitive depth and overreliance on automation to the erosion of empathy, social connection, and wellbeing.This special issue calls for a collective reimagining of education. We must acknowledge that the most valuable skill in the modern workplace is not the ability to code, calculate, or even command technology - but the ability to remain thoughtful, ethical, adaptive, and deeply human.Specific Focus.The proposed special issue will examine one of the most pressing questions of our age: what is the continuing value of human decision-making in the era of artificial intelligence in higher education? And what are the human costs (e.g., learning) to automation in higher education? While machine learning platforms now permeate the modern workplace, offering precision, speed, and scalability, the essential contribution of human judgment cannot be reduced to algorithms.This special issue positions psychological literacy as the defining competence of the 21st-century workplace. The capacity to navigate ambiguity, manage cognitive demands, balance ethical considerations, and collaborate effectively is not optional; it is the key to meaningful, responsible, and sustainable decision-making. While technology may automate processes, it is psychologically literate professionals who determine how, why, and to what end those processes are applied.Although the final contents of the issue will be guided by submissions, our central aim is to highlight both the methods available, and in use, throughout the global Higher Education Sector and the utility of these methods as effective drivers of the development of psychological literacy. A unique aspect of this special issue will be that we seek contributions from both academia and industry to ensure that best practices are shared across domains, bridging theory with practice.In doing so, this special issue will argue that the future of higher education does not belong to AI alone, but to individuals who can lead, adapt, and innovate in partnership with technology. By foregrounding this skill, we can outline a framework for preparing students, scholars, and practitioners alike for a workplace where human and machine intelligence coexist and, together, drive progress. Topic editors: Carl Senior, William Day, Gemma Heath, Tom Mercer Source: https://www.frontiersin.org/research-topics/77462/the-rise-of-the-new-knowledge-engineers-learning-and-psychological-literacy-in-the-age-of-ai